Short Story

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linxnet.com/lib.html

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Literary Elements Discovery & Short Story Objectives, Essential Questions, Learning Activities and Activities

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literary Elements and Short Stories

Objectives / Standards 𝅺 identify the basic elements of a short story (plot structure - exposition, rising action, crisis/climax, falling action, resolution/denouement) 𝅺 identify and explain the use of figurative language in short stories 𝅺 define memoir 𝅺 analyze how authors create the setting in a story 𝅺 define the concept of theme and identify the theme(s) in stories read 𝅺 identify and explain characterization techniques in short stories 𝅺 identify the passages of imagery in the work and determine the effect they have 𝅺 define suspense and list the elements that contribute to it 𝅺 identify the basic emotions in a piece as well as to determine how they are conveyed 𝅺 define perspective and document how it can influence a piece 𝅺 identify relationships in a story and reconstruct how they influnce the plot 𝅺 define foreshadowing and breakdown the elements that contribute to it 𝅺 define stream of consciousness and determine its importance to the story 𝅺 identify the point of view in a short story and analyze how point of view affects the reader’s interpretation of the story 𝅺 Write a choherent essay of literary analysis with a clear thesis statement, at least three pieces of evidence from texts, and a strong introduction and conclusion 𝅺 Define and refine research questions; cite sources accurately, distinguishing between paraphrasing and quoting. FOCUS STANDARDS RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, tension, or surprise. W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 - 10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Desired Results

Understanding

How the writing process is used and implemented How to create a work on a specific topic How to respond critically to the work of others How to create a Haiku e - portfolio & penzu.com - personal portfolio How to prepare work for publishing

Essential Questions

Why is setting critical to a short story? How is our understanding of culture and society constructed through and by language How can you use language to empower yourself? In what ways are language and power inseparable? How is the future shaped by the past and the present? Can literature serve as a vehicle for social change? Why is the point of view important when looking at a work? How, as a writer, do you convey a certain perspective in a work? How important are personal experience to writing? What is a memoir, and why are memoir important? How is a character developed and revealed? How can imagery be used to convey certain emotions? How do you determine relevance in a story? How is suspense created in a story? What elements contribute to creating suspense? How can basic emotions be convey in a piece? How does the perspective influence how the story is read? How can foreshadowing be used to enhance a story? Why is setting important to a story? Define stream of consciousness and how it effects a stories perspective?

Knowledge & Skill

The basic structure of sentences and paragraphs The basic steps in the writing process and how to implement the steps How to improve on writing skills and how to apply writing skills

Assessment Evidence

Round table Socratic discussions Interactive notebook Haiku e-portfolio - submitted to be published penzu.com - personal portfolio rough and final drafts of work responses to the literary work Computer scored and teacher scored assessment

Learning Activities

Round table discussions using student/teacher prompts Keeping daily interactive notebook keeping a weekly penzu.com personal journal Maintaining Haiku e - portfolios (rough drafts, peer edits, & final drafts) #

Short Stories Analysis and Poetry Analysis

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|| Short Story & Poetry Reading

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Short stories & poems
Read a selection of short stories and poems written by selected authors. They're great reading practice for higher levels.
Essential Short Story Vocablualry:
http://www.livebinders.com/media/get/Mjk2MDQ5Mw==
Short Story Analysis Sheet:
http://www.livebinders.com/media/get/Mjk2MTMzNw==
Short Story Cube:
http://www.livebinders.com/media/get/Mjk2MDQ5OQ==
SOAP
http://www.livebinders.com/media/get/Mjk2MDcwNQ=
Short Story Muti-Genre Assignment
__http://www.livebinders.com/media/get/Mjk2MDUwNQ==__
Short Story Map:

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plot_diagram.pdf

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fill in blank plot diagram notes.ppt

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Elements of a Plot Diagram notes.ppt

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genre-and-authors-purpose-worksheet.rtf

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identifying-genre-worksheet.rtf

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point-of-view handout 2.rtf

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point-of-view-worksheet (1).rtf

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point-of-view-worksheet-3 (1).rtf

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Point_of_View_explained_with_handout.rtf

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Reading and Annotating.rtf

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Beyond the Yellow Highlighter.pdf

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soapstone reading strategy.pdf

Page_white_powerpoint authors-purpose-lesson fill in blank.ppt

Page_white_powerpoint authors-purpose-lesson.ppt

Page_white_powerpoint authors-purpose-lesson-2.ppt

Page_white_text authors-purpose-scavenger-hunt.rtf

Page_white_text authors-purpose-worksheet.rtf

Page_white_text authors-purpose-worksheet-2.rtf

Activating Prior knowledge: text to world chart, the text to self chart, the text to text chart
Character Traits: http://www.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_charactertraits.pdf
http://www.livebinders.com/media/get/Mjk2MDU5Nw==
Character Comparison Chart:
http://www.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_charactercompare1.pdf
http://www.eduplace.com/graphicorganizer/pdf/probsol.pdf Problem and solution

1. Synthesize - Summarize and retell to put things together and see the whole. Use a story map to organize your summary.
2. Concept: http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf

|| Synthesis Notes

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Synthesis Notes Short Story - Synthesis Notes.doc

Name

Date:

Directions: use this page to gather and organize the crucial information about the story. Use the right hand column to identify one aspect that seems vital to the story. You might determine what is most crucial by asking, “Which of these makes the biggest difference in the story?” Some sections might be empty when you finish.

Story title (and possible meanings)	Most important aspect (explain)
Characters (names, description, roles)	Most important aspect (explain)
Setting (where, when, atmosphere)	Most important aspect (explain)
Themes (Idea(s) central to the story, include examples)	Most important aspect (explain)
Plot (what happens)	Most important aspect (explain)
Point of view (tense, reliability, focus, narrator, in time)	Most important aspect (explain)
Style (use of language, imagery, symbolism, dialogue)	Most important aspect (explain)
Design (linear, episodic; use of special forms- e.g letter, journal)	Most important aspect (explain)
Tone (what the story sounds like)	Most important aspect (explain)

Duration of Activity: The activity will last five days
Description of Activity:
The teacher will introduce the lesson using Microsoft PowerPoint to present the different story elements, how they are identified, and what they do. At this point, Handout 1: Story Elements will be presented to the students. The teacher will distribute and use Handout 2: Microsoft PowerPoint Instructions to introduce the students to the use of this presentation software and assist students in analyzing the short story "Thank You M’am" by Langston Hughes. In cooperative groups students will write and edit a short story using Handout 3: Story Map. Students then will develop Microsoft PowerPoint presentations of their stories showcasing the story elements.
Objectives: The students will

• identify story elements and tell what they do.
• create presentations using Microsoft PowerPoint or some other presentation software.
• analyze the story "Thank You M’am" by Langston Hughes through the use of a story map.
• use selected details to create plot, setting, and characters for short stories.
• write short stories.
• edit the short stories.
• publish the short stories.

Materials/Equipment:

• Copies of the short story "Thank You M’am" by Langston Hughes
• Computers with Internet access
• Computer software clip art or clip art downloaded from the World Wide Web
• Handout 1: Story Elements
• Handout 2: Story Map
• Handout 3: Microsoft PowerPoint Instructions
• Handout 4: Storyboard Form

Prerequisites (skills or background needed):

• Some knowledge of accessing the World Wide Web

Procedure
Teacher Component: The teacher will

1. introduce the lesson through the use of a Microsoft PowerPoint presentation
2. distribute Handout 1: Story Elements that includes definitions and examples.
3. assign the short story "Thank You, Ma’am" by Langston Hughes for class reading and use as an example for analyzing the elements in a story.
4. lead whole group discussion of this story.
5. divide the class into cooperative groups of approximately four students each (depending on the size of the class).
6. assign each group a specific short story to read and analyze .
7. create a sample story map using a Microsoft PowerPoint presentation.
8. pass out Handout 2: Story Map, to be used in analyzing the story "Thank You M’am," by Langston Hughes
9. allow each group time to fill in the blank story map.
10. distribute copies of Handout 3: Microsoft PowerPoint Instructions for the students to use when creating their presentations
11. distribute multiple copies of Handout 4: Storyboard Form for students to use in planning their presentations
12. allow enough time to write their stories in Microsoft Word and complete Microsoft PowerPoint presentations.
13. assist students in completing the assigned activities.

Student Activities: The student will:

1. read the short story, "Thank You M’am," and go through the story elements with the teacher using Handout 1: Story Elements
2. analyze the story using Handout 2: Story Map.
3. review the Handout 3: Microsoft PowerPoint instructions with the teacher in preparation for creating their group presentations
4. working in cooperative groups, create rough drafts of their presentations on the assigned stories using Handout 4: Storyboard Form
5. use the rough draft forms to create Microsoft PowerPoint presentations about assigned stories on computers.
6. as a follow-up activity, each group will create a short story using Microsoft Word or some other word-processing software.
7. illustrate the short story using the software’s clip art gallery or clip art files downloaded from World Wide Web.

Accommodations:

• Students with limited computer skills will be grouped with others who are more familiar with the operations of the computer.
• Provide peer assistance within their groups for independent activities such as editing the short stories.

Extension Activities:

• Using the character of Mrs. Jones and the boy in the story, "Thank You M’am", students will use a spreadsheet to create a chart for comparing and contrasting these characters.
• The students will compare the character of Mrs. Jones to a person that they admire.
• Publish a bound copy of student short stories and distribute to classmates, teachers, administrators, and a copy to the Library.
• The students could create Microsoft PowerPoint presentations of book reports.

Integration:

• Language Arts
• Technology

Assessments:

1. Story Elements Quiz
   http://palc.sd40.bc.ca/palc/Quiz/characterc.htm
2. Teacher Observation

URLs:

• Homework Center: How to Write a Book Report (Middle and High School level)
  http://www.infoplease.com/homework/wsbookreporths.html
• Elements of the Story - Teaching Tools
  http://www.scribblingwomen.org/elements.htm
• Story Elements Quiz
  http://palc.sd40.bc.ca/palc/Quiz/characterc.htm

Curriculum Frameworks
Mississippi:
Eighth Grade

1. Participate cooperatively while engaging in small group activities to analyze and interpret information, to make decisions, to solve problems, and to produce a given product. (R, W, S, L, V)
   1. Work collaboratively to complete a product.

National Educational Technology Standards (NETS):

1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning through the curriculum. (3, 6)
2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6).

TerraNova:
01 Oral Comprehension (Level 10,11)
Demonstrate both literal and interpretive understanding of passages that are read aloud.
Use writing or other means to respond to literal and interpretive questions about passages that are read aloud.
02 Basic Understanding (Level 10-21/22)
Demonstrate understanding of the literal meaning of a passage through identifying stated information, indicating sequence of events, and defining grade-level vocabulary.
Write responses to questions requiring literal information from passages and documents.
08 Writing Strategies (Level 11-21/22)
Demonstrate knowledge of information sources, outlines, and other pre-writing techniques.
Demonstrate an understanding of the use of topic sentences, concluding sentences, connective and transitional words and phrases, supporting statements, sequencing ideas, and relevant information in writing expository prose.
09 Editing Skills (Level 11-21/22)
Identify the appropriate use of capitalization, punctuation, nouns, pronouns, verbs, adjectives, and adverbs in existing text.
Demonstrate knowledge of writing conventions and sentence structure through identifying and connecting errors in existing text and in text written by the student.
Link and Feedback to Author(s):
Lela D. Johnson, South Delta Middle School, Anguilla, MS
Lela70tem@Yahoo.com

		: Story Elements	Word Acrobat
	: Story Map	Word Acrobat
: Microsoft PowerPoint Instructions
: Storyboard Form

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